To work, a global skills movement will require keen attention to curriculum, teacher quality, and assessment.

The teaching of language and literature, it would be no exaggeration to say have changed beyond all recognition. Globalisation in terms of our world becoming a much smaller place has understandably brought great challenges for educationalists, these challenges must be seen in a positive light. Access to a world of language and writing can in my view only be seen as a great bonus for all of us involved in teaching. Globalisation has had an immense impact on teaching English, I need not discuss the points connected with the spread of English worldwide, they are well know to everyone. The challenge comes in the form of cross cultural interpretation. Access to a wide range of languages under the umbrella of English has lead to what we now understand to be variants of English, Hinglish, Chinglish and so on, American English, Australian English. These forms of the language do not fall into a generally understood methodology as we see with standard English. This is not to say that they have no place in language teaching, they should not be ignored. In India the use of English is widespread, therefore it would be a mistake to attempt to teach only standard English. Why?

The answer is that every language must be understood not only globally but also in the context of the host country. To a native English speaker, be they British, American or Australian someone speaking English as a second language will be understood. Being brought up and educated in an English speaking environment enables them to make calculated guesses regarding meaning, word usage, grammar irregularities and mispronunciations. However, the speaker of English as a second language will almost certainly have difficulty in understanding a speaker whose first language is standard English, simply because they have not had the experience needed to interpret the subtleties and nuances of the language. A second aspect of this challenge is that most people in India learn English from English speaking Indian teachers, who in turn learnt from English speaking Indians. Therefore, if historically a way of speaking has been instilled as correct it will be perpetuated without any consideration that it may not be completely right in the context of standard English. For example, many Indians pronounce the word boy as if it has a w sound between the b and o; bwoy, this is understood and acceptable in India. A native English speaker would certainly make an educated guess as to which word is being spoken by putting the word in context, but would a French speaker of English have the same skill? Possibly not, and if we dwell on the negative aspects of international language the challenges may seem to vast to accommodate. However, the form of language which emerges is what we see today, it is used widely and understood, as I say in the Indian context. It is my view that this form of English should not be marginalised, recent reports show that as more and more people learn English as a second language, standard English is a dying out, also when we take into account the development of India as a world leader, Indian English, if only in terms of sheer numbers of speakers is a far more widely spoken and understood variant of the language. This scenario is seen all over the world, English is no doubt the global language but what we know as Queens English is no longer the only acceptable international method of communication. As a teacher of English I feel it is my responsibility to my developing country to make students aware of the broader context of English around the world. This is not to say the fundamental language teaching I use will be abandoned, teaching any language in its purest form will always be the best way to give a firm foundation of understanding, but this foundation must be built on to help create a form of the language which is relevant to international and...

YOU MAY ALSO FIND THESE DOCUMENTS HELPFUL

...The Case of Algerian Universities
Issue?
How is knowledge in literature transmitted?
What are the didactic parameters that
determine the particularity of its
transmission?
Which kind of policy dictates that
transmission?
What are the characteristics of the Algerian
University Context?
Literature lectures: three antagonistic
alternatives
The profile of graduation and post-
graduation→ Quantity
The programme of the Ministry of Higher
Education→ Quantity
The Student’s career worries→ Efficiency
(Lakhdar Barka,
1990)
On the need to depict three
profiles
The TEACHER→ Who is he?
The INSTITUTION→ What
does it aim at?
The STUDENT→
Teachers’
Profile
1970s till mid 1980s→ A Quality-oriented system
(graduation + sophisticated post-graduate degrees)
BUT.
From (1971 to 1974)→ The first ‘Reforms’ at
university
↓
Pedagogical Divergence
↓
lecturer vs. students and programmes
Two Philosophies behind Quality
The licence ‘Ancien Régime’
 Rooted in the French
system of education
 Gave more weight to
The knowledge of the FL;
- civilization
-culture
-history of ideas….
Unconscious process of
comparative and
contrastive cultural
anthropology
↓
Licence des Belles Lettres
Quality as a criterion
The highly specialised
post-graduate training
↓
the acquisition of an indepth knowledge in a
particular field
↓
antagonizes with the
rather shallow initiation
level the institution
requires from him.
The Institution: New Targets
Quantity→ More...

...
APPLYING READY-MADE AUTHENTIC MATERIALS AND REALIA (TASK-BASED) IN AN EFL CLASSROOM TO IMPROVE LANGUAGE COMMUNICATION
TERESA MIROSLAVA FLORES OROZCO.
VICTOR JAVIER GARIBAY VALENCIA.
Miroslava Flores and Victor Garibay are currently studying the BA "Docencia del Inglés como Lengua Extranjera" from Universidad de Guadalajara, Jalisco, Mexico.
INTRODUCTION
Throughout the history of teaching English as a foreign language (EFL), the employment of authentic materials and realia have been an important focus for many years. A considerable amount of research efforts show evidence of widespread schemas in all aspects of discovering how, what, when or even where to apply real, authentic and functional material, but what do we mean by authentic materials or realia, we mean materials that were created, or at least appear to have been created, for the use and enjoyment of people who are not studying English as a Foreign Language, most of these resources seem to fit with task based activities. A movie such as 'Shakespeare in Love' is authentic. A newspaper such as USA Today is authentic. An essay that you might write about the major attractions of your hometown is authentic. Authentic materials need not to be difficult, and they need not to be intended for competent native speakers. They may be simplified or adapted in various ways for the uses of EFL students. What makes them authentic, in our sense of the term, is that have...

...the professional language teacher has a good grounding in the various techniques and new approaches, and they know and understand the history and evolution of teaching methodologies. The modern teacher will in fact use a variety of methodologies and approaches, choosing techniques from each method that they consider effective and applying them according to the learning context and objectives. They prepare their lessons to facilitate the understanding of the newlanguage being taught and do not rely on one specific 'best method'.
Some Examples The teacher proposes a variety of exercises, both written and oral, to improve the learner's accuracy, fluency and communicative ability. The teacher corrects errors immediately if the scope of the classroom activity is accuracy, but if the scope of the activity is fluency these errors will be corrected later on. The teacher develops all four linguistic capabilities (reading, writing, listening and speaking). To improve pronunciation the teacher uses drills, where students repeat automatically the phrases spoken by the teacher. The teacher helps the student personalize the use of grammatical and lexical elements used in class. The teacher understands that a didactic program has to include not only grammar and lexis, but also linguistic functions, colloquialisms, idioms, etc. The teacher introduces exercises of guided discovery for new grammar rules. At times the teacher may translate - but...

...coherent whole .It is Definition for practice .
2. Prescription for Practice refers to Methods with an uppercase .it means a fixed set of classroom practices that serve as a prescription and therefore do not allow variation. Brown and Kumar and Richard had claimed their ideas about this definition .Bell said that it is pejorative definition and it refers to so designer method such as SW,CL and DSP .in these methods teachers are ignored as it is prescriptive so that it is better to accept post method instead of method.
3. Organizing Principles
Richards and Rodgers wrote about method as an as an umbrella term comprising approach, design, and procedure.
Approach is the underlying theory of language and language learning.
Design is how those theories determine the objectives, syllabus, teaching/learning activities, teacher/ learner roles, and the role of the instructional materials.
Procedures are the techniques derived from a particular approach and design.
We accept CLT as a method but expert called it as an approach ,so what is method what is approach.
Bell was a fan of method and said that methods are not dead and told us about the reasons of this. We don’t have any accepted framework so that the problems refer to the definition of the method not method itself.
Brown claimed that method is defines as methodology and it means that what teachers do in their classromm.1st and 2nd definition for method are not suitable and...

...Literature review.
The search for better ways to teach languages has been underway for centuries and with some historical perspective we can analyse that each development should be assessed individually. Traditional forms of teaching and syllabus design concentrated more on the teacher playing a central role in the classroom, teaching also focused much more on form rather than meaning and there was a great importance given to testing and assessments. Nowadays teaching and syllabus design concentrates on both a balance of learner centeredness, communication and teacher playing the role of facilitator or guide rather than instructor. During the 19th century, grammar translation was the dominant methodology. There was a lack of focus on meaning, and little or no attention was usually paid to speaking and pronunciation. It entailed rote memorization of long lists of vocabulary, systematic translation of texts, and lectures involving detailed grammar explanations which were usually in their mother tongue (Knight, 2001). In this type of teaching methodology the emphasis was placed on translation and not on communication or an exchange of information in the target language (Cz-Training, 2007). There was an excess of importance given to studying Greek and Latin in public schools and these studies focused on assessing literature. These techniques of learning were not...

...The Use of Literature in Teaching English as a Foreign Language
By:
Amr Alhemiary
Abstract
This research aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, speaking and listening)and language areas(i.e. vocabulary, grammar and pronunciation) in our times. Reasons for using literary text in a foreignlanguage classroom, suitable situations for teachingliterature and main criteria for selecting suitable literary texts in foreign language classes are stressed so as to be familiar with the underlying reasons, situations and criteria for language teachers' using and selecting a literary text. Furthermore, literature and the teaching of language skill, the use of different genres(i.e. poetry, sort stories, drama and novel) to languageteaching and some problems encountered by language teachers within the area of teaching English through literature( i.e. lack of preparation in the area of literatureteaching in TSL/TEFL, programs, absence of clear-cut objectives, defining the role of literature in ESL/EFL, language teacher's not having the background and training in...

...Role Of Discourse In Globalization
We are bound to communicate using speech, writing and semiotic modes of communication. These modes rely on a particular circumstance that invites oral or symbolic means to impart the desired messages; and we use discourse for this purpose. Discourse refers to very specific patterns of language that tell us something about the person speaking the language, the culture that person is part of, the network of social institutions that the person caught up in, and even frequently the most basic assumptions that the person holds (Lois 5). Thus, the idea of discourse includes the overall scenario of a fixed setting of a society which depends on globalization, a world in which societies, cultures, politics and economics have, in some sense, come closer together (Kiely and Marfleet 3). Despite their mutual interdependence, the issue of either discourse affects globalization or globalization prepares a platform for the formation of discourse calls upon more arguments from different scholars. This paper presents how a discourse contributes social, linguistic and ideological aspects of globalization.
A rhetorical situation determines our actions, dialogues, functional behavior and validity of our performances. A discourse is created provided that a determined context demands for fulfilling the noble goal of an action. The importance of a context for discourse is shown by:
We need to understand that a particular discourse...

...﻿
A SURVEY ON THE COMMUNICATIVE APPROACH FOR FOREIGN LANGUAGETEACHING
Nowadays, with the internationalization of this world, the foreign language learning and teaching has become especially important. In fact, since foreign language study was brought to school, various language-teaching methods have been used one after another, such as the Grammar –Translation Approach, the Direct Approach, the Audio-lingual Approach, etc. In 1970s, a new approach for languageteaching, especially for foreign languageteaching ---the Communicative Approach was put forward. It soon evoked widespread discussion and was said to be a “revolution” in the field of languageteaching. So what is “the Communicative Approach”? What are its features? What are its pros and cons? This paper will give a brief survey on it.
“The Communicative Approach”, according to the Longman Linguistic Dictionary, “ is a methodology to teach foreign language or language as a second language.” To put it into details, it is a methodology based on the communicative theory, aiming to achieve communicative competence. The form of communicative theory has a close relationship with the sociolinguistics, which focus on the relationship between language and society and study how to use...

Study Tools

Company

Follow

{"hostname":"studymode.com","essaysImgCdnUrl":"\/\/images-study.netdna-ssl.com\/pi\/","useDefaultThumbs":true,"defaultThumbImgs":["\/\/stm-study.netdna-ssl.com\/stm\/images\/placeholders\/default_paper_1.png","\/\/stm-study.netdna-ssl.com\/stm\/images\/placeholders\/default_paper_2.png","\/\/stm-study.netdna-ssl.com\/stm\/images\/placeholders\/default_paper_3.png","\/\/stm-study.netdna-ssl.com\/stm\/images\/placeholders\/default_paper_4.png","\/\/stm-study.netdna-ssl.com\/stm\/images\/placeholders\/default_paper_5.png"],"thumb_default_size":"160x220","thumb_ac_size":"80x110","isPayOrJoin":false,"essayUpload":false,"site_id":1,"autoComplete":false,"isPremiumCountry":false,"userCountryCode":"US","logPixelPath":"\/\/www.smhpix.com\/pixel.gif","tracking_url":"\/\/www.smhpix.com\/pixel.gif","cookies":{"unlimitedBanner":"off"},"essay":{"essayId":36711271,"categoryName":"Fiction","categoryParentId":"17","currentPage":1,"format":"text","pageMeta":{"text":{"startPage":1,"endPage":6,"pageRange":"1-6","totalPages":6}},"access":"premium","title":"The Challenges of Teaching Language and Literature in the Age of Globalisation","additionalIds":[3,7,93,5],"additional":["Business \u0026 Economy","Education","Education\/Greek System","Computer Science"],"loadedPages":{"html":[],"text":[1,2,3,4,5,6]}},"user":null,"canonicalUrl":"http:\/\/www.studymode.com\/essays\/The-Challenges-Of-Teaching-Language-And-1312359.html","pagesPerLoad":50,"userType":"member_guest","ct":10,"ndocs":"1,500,000","pdocs":"6,000","cc":"10_PERCENT_1MO_AND_6MO","signUpUrl":"https:\/\/www.studymode.com\/signup\/","joinUrl":"https:\/\/www.studymode.com\/join","payPlanUrl":"\/checkout\/pay","upgradeUrl":"\/checkout\/upgrade","freeTrialUrl":"https:\/\/www.studymode.com\/signup\/?redirectUrl=https%3A%2F%2Fwww.studymode.com%2Fcheckout%2Fpay%2Ffree-trial\u0026bypassPaymentPage=1","showModal":"get-access","showModalUrl":"https:\/\/www.studymode.com\/signup\/?redirectUrl=https%3A%2F%2Fwww.studymode.com%2Fjoin","joinFreeUrl":"\/essays\/?newuser=1","siteId":1,"facebook":{"clientId":"306058689489023","version":"v2.9","language":"en_US"}}